1. DAILY LESSON PLAN TEMPLATE
SUBJECT/COURSE: Math: Probability as a Fraction DATE: 3/20/2014
CONCEPT/OBJECTIVE: (What do you hope the students will know/understand at the end of the lesson?)
SWBAT identify theoretical probability using probability simulations.
STANDARD(S) MET: (List school and/or state standards addressed by this lesson.)
MA 5.4.3.a Perform and record results of probability experiments
MA 5.4.3.b Generate a list of possible outcomes for a simple event
MA 5.4.3.c Explain that the likelihood of an event that can be represented by a number from
0 (impossible) to 1 (certain)
MATERIALS NEEDED FOR LESSON:
(by you):
http://studyjams.scholastic.com/studyjams/jams/math/probability/probability-fraction.htm
http://www.mathsisfun.com/probability_line.html
Cards, Dice
Probability worksheet (Card game)
Probability worksheet (Dice game)
(by the students): Pencil/pen
INTRODUCING THE LESSON (Bell Ringer): take 30 sec. to talk to your group and discuss your ideas of what
probability is.
Show table 1 on the lady bug. Explain that the likelihood of an event that can be represented by a number from
0 (impossible) to 1 (certain)
What is the probability that it will snow tomorrow?
Unless your name is Flint Lockwood, what is the probability of it raining orange juice?
What is the probability you will be in school tomorrow?
What is the probability you will eat today?
INSTRUCTIONAL PROCEDURE: (How will you conduct the lesson? Content, sequence of activities, etc.)
Definition of Theoretical Probability:
• It is the likeliness of an event happening based on all the possible outcomes. The ratio for the
probability of an event 'P' occurring is
P (event) = number of favorable outcomes divided by number of possible outcomes.
The probability that a certain outcome will occur, as determined through reasoning or calculation.
Begin by flipping a coin and asking, based on the formula, what the chances of getting a tails on the coin.
Then do the same with a die (asking the chance of rolling a 3) visually display the idea on the board.
Continue with examples using the students (Boys/Girls, blue/brown eyes, etc.)
Start with activity (higher/lower) give example on the lady bug using two examples. Have students play the
game and share results with the class (how they did).
MODIFICATIONS FOR SPECIAL NEEDS STUDENTS: (includes all low incidence/high incidence disability
categories, as well as any talented and gifted learners) N/A in Classroom

2. ASSESSMENT: (How will you assess students’ learning of the concepts/objectives?)
Exit ticket: Write on your name on your card and give me the probability in fraction form the answer to this
problem: What is the probability of getting a 4 when rolling two dice? 2/12 or 1/6
CLOSURE: (How will you close the lesson? i.e. will you review key points, summarize, assign homework, etc.)
I need someone to tell me what the formula for probability is?
Can someone Explain that the likelihood of an event that can be represented by a number from
0 (impossible) to 1 (certain)?
BACK-UP: (Your emergency plan - what will you do if you cover everything above and there is still time?)
If there is time available, students can begin working on “Which Number Wins” probability and worksheet #2.
Why do you think people say “lucky #7”?
Total on dice Pairs of dice Probability
2 1+1 1/36 = 3%
3 1+2, 2+1 2/36 = 6%
4 1+3, 2+2, 3+1 3/36 = 8%
5 1+4, 2+3, 3+2, 4+1 4/36 = 11%
6 1+5, 2+4, 3+3, 4+2, 5+1 5/36 = 14%
7 1+6, 2+5, 3+4, 4+3, 5+2, 6+1 6/36 = 17%
8 2+6, 3+5, 4+4, 5+3, 6+2 5/36 = 14%
9 3+6, 4+5, 5+4, 6+3 4/36 = 11%
10 4+6, 5+5, 6+4 3/36 = 8%
11 5+6, 6+5 2/36 = 6%
12 6+6 1/36 = 3%
Which Number Wins? (Grades 1–8)
Math concepts: In this individual activity, students roll two dice and record the results. Make a recording sheet that is an
11 x 12 block grid with the numbers 2 through 12 across the top. While young children gain practice with addition facts,
older children can examine the data, compare results with other classmates, and think about why some sums are more
likely than others. To do the activity, students need two dice and a recording sheet.
The object: to roll the dice and record the number fact in the correct column, stopping when one number gets to the finish
line.
How to play: Post a class chart that lists the numbers from 2 to 12 and have students make a tally mark to show the
winning sum. Have each child do the experiment at least twice.
After you've collected the data, discuss with the class why it seems that some sums "win" more than others. Young
children may not be able to explain it, but older students often figure out that there is only one way to get the sums of 2
and 12, and six ways to get a sum of 7.
After discussing the data, return to the game of Two-Dice Sums and see if students revise their strategies. You may want
to ask students to write about the game and the likelihood of two-dice sums.
COOPERATING TEACHER’S SUGGESTIONS/COMMENTS:

3. Table 1
Probability =
number of favorable outcomes
number of possible outcomes

4. Worksheet #1
Card # Probability
Higher
Probability
Lower
Probability
Equal
Guess Correct
Y/N

5. Worksheet #2
2 3 4 5 6 7 8 9 10 11 12

6. Worksheet #2
2 3 4 5 6 7 8 9 10 11 12